HULL Active Learning Project

1. Fixed and Growth mindsets

(People with a fixed mindset will only tackle anything which they are fairly certain they will succeed at. People with a growth mindset will not only tackle any task, regardless of whether they believe they will succeed or not, but will feel excited by the challenge.)

FS/KS1/Special

Teachers generally found that their children were more growth minded than fixed minded and that higher achievers tended to be more fixed – they were more worried about ‘having a go’ and failing. They felt that most children come into school with high expectations. However it was noted that the children with special needs needed an extra boost to realise that ‘they can achieve’, this is possibly as a result of lower parental expectations.

It was agreed that the ideas of focusing praise on effort and achievement rather than ability need to be discussed with all adults coming into contact with the children.

Y2/3/Special

Most teachers found it initially difficult to get children to engage with the notion of mindsets but found conversations about what and how children learn more successful. They found that classroom displays of ‘What does a successful learner do?’ help to remind the children and keep them more focused.

Many teachers wanted to remove the reward system but felt that whole school policy prevented them from doing this.

Y3/4

It was felt that the children appeared to have set ideas of intelligence although the questionnaire results showed that the children believed they could improve their intelligence. The teachers felt that in some cases the children had given the ‘correct’ answers, knowing that a growth mindset was desirable. The class discussion was found to be more useful.

After establishing the growth mindset and changing the language used in the classroom, teachers found that children now don’t give up so easily and they have more confidence in tackling a problem. Children are now praised for trying “that’s not quite right, but thank you for trying”. One particular child, who has now become more engaged and willing to contribute, was trying to solve a maths problem and said at the end “I didn’t get it quite right but at least I tried!”

Y5/6

The teachers discussed with their class what they thought intelligence/ success was and found lots of children had a fixed mindset, regardless of ability.

Using the language of effort (e.g. ‘If you really put the effort in by Friday you could….’) has been successful. One teacher made an ‘effort tree’ as visual reinforcement. This has had an impact as even the lower ability children realise they can be on the tree if they put in the effort.

Teachers have given children a choice of differentiated activities asking them to choose according to their level of confidence. Sometimes higher achievers choose an easier task, sometimes lower achievers a harder task.

Y6/Secondary

All teachers completed the questionnaires, but the ensuing discussion was seen as more useful and is having a positive impact on pupil attitude. The teachers felt they could now see their pupils’ mindsets in their daily teaching and learning. It has made them more aware, as practitioners, of the pupils’ mindsets and how to help them to change from a fixed to a growth mindset.

2. Involving pupils in planning

FS/KS1/Special

Teachers found that children had lots of ideas during the planning meeting and enjoyed seeing their ideas being taught. However some of the ideas were inappropriate or difficult to use due to time constraints. In general the teachers gave a short introduction of what needed to be taught and the questions evolved from this.

It was felt that previously teachers would teach from where they think the children are, whereas now they move from what children already know and teach what they want to find out about. Children were now asking questions such as “Do they eat buns in Africa?”

Displaying the pre-planning has encouraged the children’s involvement and that of the parents.

Y2/3/Special

In the pre-planning discussions the teachers told the children what had to be taught and then asked what they wanted to find out about. The children had many ideas and were excited by their involvement. They loved the fact that their ideas are welcomed and accepted. The questions are displayed on the wall and they are thrilled when their idea is being used, “Today we are going to look at …..’s question”.

The teachers found that the children could generate some skills ideas (how they would like to find something out) but this was difficult as it was a new experience. One teacher had asked “How can we find out about hedgehogs?” The children typically answered “Google it”. She then said “Yes we could but we could find out in a different way, by involving the Hedgehog Hospital”. This different way of learning ensured a greater level of engagement, involvement and a much improved quality of work.

Being involved in the planning has led to more ownership and greater motivation, with the children often generating independent research.

Y3/4

The children have really enjoyed being involved in the pre-planning discussions. After the initial input they create questions of what they want to find out. The questions are dealt with as appropriate and displayed, along with the answer, on a working wall. Additional questions and answers are often displayed as children bring extra information from home – this has even included powerpoint presentations! An important part has been to get the children to reflect on the questions and they have been amazed at what they have found out.

By using the questions, the teachers have been able to see the children’s misconceptions and gaps in their learning. One child wanted to know “How many people live in Antarctica?” This question was left on the wall. By the end of the topic they had found out that no one lives there but 2,000 people visit it every year.

Y5/6

Teachers found that pre-planning discussions with children created a knowledge focused buzz and resulted in them going back to their planning and missing out parts which the children clearly knew. The children loved thinking of questions of what they wanted to learn. Where questions were inappropriate or not possible it was decided to offer some time to try to research the answers or give them as homework rather than just ignore them.

It was felt that some subjects lent themselves to more pupil involvement than others, depending on the amount of knowledge needed. One teacher noted that when he introduced a local history study there was a great deal of parental involvement and increased use of the local library. Because children were asking their own questions they wanted more answers.

Y6/Secondary

The pupils enjoyed being involved in the discussions of what and how they wanted to learn. Although some children put forward unrealistic ideas, such as residential visits, it was felt that with practice the ideas will become more appropriate. Assessing prior knowledge was definitely found to be beneficial to further pupil learning and the discussions have made the teachers reflect more on their planning.

The teachers felt that some pupils have grown in confidence since the control was given to them. More pupils felt that they could answer questions and were more enquiring. It was noted that, as they become more confident, the discussions could bring out previously unknown information about the pupils.

3. Learning objectives and success criteria

FS/KS1/Special

The teachers felt that the success criteria have to be simple for the younger children and there needs to be lots of adult modelling and visual aids. However they did find that the children can easily discriminate between good or poor work and suggest improvements.

They generally found that success criteria were easier to generate in literacy, as the children were more used to this. One teacher described the dramatic impact of children generating success criteria for art.

One teacher from a special school noted a real success story with a severely autistic child who can now contribute as she is able to follow visual success criteria.

Y2/3/Special

Using pupil generated success criteria has meant that the discussions with children have become more focused and the children give more constructive feedback. Sometimes teachers make a list of the success criteria and the children guess what they think is on it.

The teachers noted the increased confidence in pupils, particularly with those of lower ability. One shy child of lower ability suddenly stood up and said “Miss, you forgot to say finger spaces”.

Most teachers use a marking strategy against the success criteria and have a ‘Things we always do’ list for writing. The impact has been that children are able to transfer skills across subjects and can self mark against the criteria.

Y3/4

The teachers felt confident in decontextualising learning objectives and now use them in all curriculum areas.

Success criteria were modelled first and then referred to throughout lessons. It was generally found that the pupils could generate success criteria more easily in literacy, and in numeracy when teaching a particular method. The success criteria are broad enough to encompass all children. They are not differentiated and so allow all children the opportunity to progress.

It was found that the children sometimes find difficulty in using the success criteria in independent work but they are now far more critical at assessing peer work as a class and seeing ways to improve. The general understanding has improved, as all children know what success looks like. The teachers felt that it has raised self esteem and is helping to develop growth mindsets.

A class was asked to vote on “Does having success criteria help you improve your work?” To which the overwhelming response was “Yes they do”.

Y5/6

It was felt that it was easier for pupils to generate success criteria in literacy and numeracy, whereas more input was necessary for other subjects. One teacher has used videos to show the success criteria in action in PE. The success criteria helped to create the skills needed to achieve the objective.

Some teachers said it was easier to get pupil generated success criteria from a given example of previous work. By using a visualiser to generate criteria, children are now starting to focus first on the learning objectives rather than secretarial features of writing. This has had a great impact on self, peer and teacher marking.

Y6/Secondary

Having decontextualised learning objectives helps pupils transfer skills and makes them more able to generate success criteria.

Teachers are using examples of work (WAGOLL – What a good one looks like) to get pupils to generate success criteria, asking them to identify and highlight the key features. Criteria are used for self and peer assessment and pupils are becoming more confident in recognising which skills are needed.

4. Talk partners

FS/KS1/Special

The teachers felt very positive about the impact of random talk partners, as did their children. The children are more confident to answer questions when they have discussed it with a partner and by asking children to say what their partners said, there has been an improvement in children’s listening skills.

Social skills are improving and quieter children are being given a voice and a place in the class. There is a better ethos in classrooms, with greater mutual respect. No children are left out, so self esteem is good for everyone. Talk partners help children be organised, as they do all their work with their partner. The children are very excited and they have become very efficient at organising themselves into their pairs.

Children love talk partners and can’t wait for the change of partners. If the teachers forget the children quickly say “Miss we haven’t changed talk partners”, or “Is it talk partner day?”

The teachers noted that sometimes unusual combinations of children have been selected as a pair, but the children just accept it as a random choice.

Y2/3/Special

The teachers are using random talk partners which are changed weekly as this seems an appropriate time scale to prevent any arguments. ‘Sticks of fate’ are used to select the partners and it was felt that the children will get used to being partnered with different pupils from an early age and so improve their social skills.

The random system works very successfully. One teacher noted that there appear to be ‘romances’ springing up between certain pairings - “I love my talk partner and I want to marry her”.

Not only are children more confident to feedback to the rest of the class as they have verbalised their thoughts, their listening skills have also improved. When asked “What did your partner say?” children are quick to correct if the answer has been made up.

The teachers from the special school felt that there were some difficulties with random partnering as they teach in very small intense classes and continuity is essential in order for the pupils to become confident speakers.

Y3/4

When random partnering was introduced it was found that some children did not get on. However by the end of the week the children were found to be much closer. They no longer feel unhappy at being partnered with certain children and have fewer negative feelings towards their peers. An ice breaker activity, when the pairings are introduced, has also been found to alleviate the situation.

One teacher commented that when the children are in sets they sometimes have difficulty remembering their partner. Other teachers have overcome this with displaying partnerships on the wall.

Y5/6

The teachers used different ways to manage and organise the random pairings but generally changed them fortnightly. It was felt that they could be used for PE to enable pupils to quickly get into pairs.

It was felt that the system is all inclusive. Children are developing tolerances and forming new friendships. It has changed some preconceived ideas about children in the class, both for the teachers and the children.

Y6/Secondary

Most teachers used lollysticks to choose random pairs. One teacher uses Mr Men cards handed out for pupils to find the exact match. Most of the pairings are completely random, although some teachers felt the system could be manipulated to some degree to alleviate problems with resistant pupils.

It was felt that pupils generally enjoy working with different people and their social skills are being developed. In life they will come across people who perhaps they do not like but who they will have to get on with.

One pupil was noted to have said “ I didn’t want to change talk partners cos’ I didn’t like him but I’m glad I did cos’ we have got some things in common and I wouldn’t have known if we hadn’t changed partners.”